<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Aydın Gürler, S.</style></author><author><style face="normal" font="default" size="100%">Orhan Kaplan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF SCHOOL BULLYING ON SCIENCE ACHIEVEMENT AND COGNITIVE APPRAISALS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cognitive appraisals</style></keyword><keyword><style  face="normal" font="default" size="100%">propensity score analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">school bullying</style></keyword><keyword><style  face="normal" font="default" size="100%">science achievement</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4770992</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Despite the social and technological advancements of the 21st century, school bullying remains a significant problem in education systems. Beyond the psychological distress, school bullying affects the mind’s core cognitive appraisals and creates an unfair academic disadvantage to victims. The moral dilemma of random assignment impedes experimental research on bullying, thereby making it difficult to gain insights into the detrimental effects of bullying on victims’ cognitive appraisals and academic outcomes. Propensity score analysis can simulate a quasi-experimental design with balanced groups to overcome this challenge. This study seeks to analyse the prevalence of bullying across nations and to employ propensity score matching (PSM) on a nationally representative TIMSS 2019 dataset to mitigate selection bias in evaluating the effect of bullying on science performance and cognitive appraisals. Descriptive statistics were obtained from 162,365 eighth-grade students in 24 countries. PSM analyses were performed on the Türkiye dataset (4,077 students). Generally, the percentage of high-frequency bullying was associated with lower science achievement across countries. PSM results showed that bullying victimization significantly decreased students’ science achievement and perceived control in learning science. Additionally, a marginally significant positive effect of bullying on perceived value of learning science was found. Similar results from OLS regression and sensitivity analyses provided evidence for the robustness of the estimated effects. Overall, the findings show that bullied students experience cognitive disadvantages. The contributions of these domain-specific findings to control-value theory and its implications for anti-bullying initiatives were discussed.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">7-26</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Leona A Candia</style></author><author><style face="normal" font="default" size="100%">Yoon Fah Lay</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ATTITUDES TOWARD SCIENCE AS MEDIATORS BETWEEN PERCEPTIONS OF CLASSROOM ENVIRONMENT, FAMILY INVOLVEMENT, SELF-EFFICACY, AND SCIENCE ACHIEVEMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">attitudes toward science</style></keyword><keyword><style  face="normal" font="default" size="100%">family involvement</style></keyword><keyword><style  face="normal" font="default" size="100%">science achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">science classroom environment</style></keyword><keyword><style  face="normal" font="default" size="100%">self-efficacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1741762018.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Previous research has indicated that attitudes influence various factors contributing to scientific achievement. Inadequate performance in science can limit career opportunities, underscoring the importance of comprehending how attitudes towards science can enhance overall scientific achievement. This study explored the mediating effect of attitudes towards science for the relationships between perceptions of science classroom environment, family involvement, and science self-efficacy with science achievement. This research was conducted as a non-experimental quantitative research. Questionnaires from modified established instruments, Test of science-Related Attitudes, What Is Happening In this Class, Family Involvement Questionnaire- High School Version, Sources of science Self-Efficacy, and science Achievement Test, were sent out to participants via Google Form on different days for a span of two weeks.  A total of 148 Form 2 lower-secondary school students from various districts in Sabah participated in this study.  Data were analyzed using the Partial Least Squares Structural Equation Modeling method. The results revealed that Social Implications of science had a significant positive mediating effect between perceptions of science classroom environment and science achievement. Additionally, there was no significant mediating effect of attitudes toward science on the relationship between science self-efficacy, and family involvement with science achievement. Overall, this study suggests that an aspect of attitudes toward science, the Social Implications of science, was an important mediator between students’ perceptions of science classroom environment and science achievement. This meant that students would perform better in science when they perceived their science classroom better, in the condition that they value the implications that science brings to real life.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">30-47</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Yoon Fah Lay</style></author><author><style face="normal" font="default" size="100%">Khar Thoe Ng</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CORRELATES OF SCIENCE CLASSROOM TEACHING WITH SOUTHEAST ASIAN AND EAST ASIAN EIGHTH GRADERS’ SCIENCE ACHIEVEMENT IN TIMSS 2015 </style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">classroom teachings</style></keyword><keyword><style  face="normal" font="default" size="100%">comparative study</style></keyword><keyword><style  face="normal" font="default" size="100%">science achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">TIMSS</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1623676864.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the correlations of science classroom teachings with eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that countries with higher average science achievement allocated higher percentage of educational hours for science teaching, students were taught the TIMSS science topics, students attended schools with science laboratories and have assistance available when conducting experiments, computer availability during science lessons, with science teachings were not limited by student needs, and less frequency of student absences. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS assessments. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">425-450</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Yoon Fah Lay</style></author><author><style face="normal" font="default" size="100%">Murugan Rajoo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">AFFECTIVE FACTORS CONTRIBUTING TO SOUTHEAST ASIAN AND EAST ASIAN EIGHTH GRADERS’ SCIENCE ACHIEVEMENT IN TIMSS 2015</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">affective factors</style></keyword><keyword><style  face="normal" font="default" size="100%">comparative study</style></keyword><keyword><style  face="normal" font="default" size="100%">science achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">TIMSS</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1612880930.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the affective factors contributing to eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely-downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that students' views on engaging teaching in science (BSBGESL) were negatively and significantly contributed to eighth-grade students' science achievement in Thailand, Singapore, Chinese Taipei, and Hong Kong SAR. Students Like Learning Science (BSBGSLS) were positively and significantly contributed to eighth-grade students' science achievement in Malaysia, Singapore, Thailand, Hong Kong SAR, and Chinese Taipei. Students Confident in Science (BSBGSCS) were positively and significantly contributed to eighth-grade students' science achievement in Korea, Japan, Chinese Taipei, Hong Kong, Thailand, and Singapore. Students Value Science (BSBGSVS) was positively and significantly contributed to eighth-grade students' science achievement in Japan, Korea, Thailand, Chinese Taipei, Singapore, and Malaysia. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS studies. </style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1107-1125</style></section></record></records></xml>